The Course Design Intensive (CDI) is a team-based curriculum development process. It is intended for whole degree programmes, as opposed to modules or units. Typically the process spans several months and involves consultancy and 2 or 3 days of workshops organised by OCSLD. To read more about the origins, development and benefits of the CDI process see Dempster et al (2012), Benfield (2008a) and Benfield (2008b). CDIs are for course teams who have already decided to develop one or more specific curriculum objectives, e.g:
- blended learning
- distance learning
- innovative assessment across the programme
- problem-based learning
- redesigning for graduate attributes
The idea is that course teams bring their syllabus, learning outcomes, assessment regime, etc, and we supply experienced educational developers, learning technologists and subject librarians and work together to (re)design your course. The aim is to do course design in a concentrated, collaborative way. Originally developed to support Technology Enhanced Learning, CDIs worked so well that they are now used to support curriculum development of all kinds. The process has been adopted by several UK universities, including the University of Brighton, Coventry University, Robert Gordon University and the University of Oxford. The CDI process has also been taken up in Australia. In 2013 Greg Benfield, who leads the CDI process at Brookes, was appointed Visiting Fellow at Victoria University, Melbourne, to help establish the process for supporting an ambitious university-wide curriculum renewal project (for more information see Curriculum renewal at Victoria University, Melbourne). You will find an extensive set of resources, including archives of CDI resources and materials on our CDI wiki.